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Two students of yours are discouraged by their recent grades. They tell you that in previous years your content area has always come easy to them and they don’t understand why this year is so much more challenging. They both say to you that they guess they’re probably just not that good at this subject. In reviewing their homework, you notice multiple mistakes that suggest a level of confusion about the concept and procedures of the work, but you also see evidence of some improvement. What should you say to these students about their work? How should you encourage them? What concrete steps will you take to help them gain understanding?

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A group of students has worked many hours after school this week to prepare for Friday night’s community event. Before that, they had met multiple times to plan, budget, and delegate responsibilities; and even though there were hiccups and drama along the way, the final outcome is terrific. As you enter the space a few hours before the event, the students are busy putting the final touches on their displays and decorations. You call them over for one last conference before it’s “go time.” You are proud and you want them to feel proud too. You also want them to appreciate what they have accomplished and how they got there. WWhat should you say to them? How should you say it? What concrete steps can you take to help the students more fully appreciate the work they have done and how they achieved their goals?

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You have a student who has struggled recently to understand the material and meet basic expectations of performance. In class, she has often been reticent to share her work with others seemingly because she is afraid of appearing incompetent or dumb. Instead, she has met with you individually to review, revise, and improve. Today, however, she brings in an assignment that demonstrates not just proficiency but novelty, nuance, and insight. You are very proud of her! You are very proud of her! What should you say to encourage her continued learning and development? How should you say it? What concrete steps will you take with this student to ensure she moves to the next level of learning?

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Create a video or voice recording response to the scenarios in this Padlet. Explain how your response increases motivation / growth mindset for students and how it leads to additional student learning.

Respond to at least two peer recordings. Your response to your peers can be written or a voice recording

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To create a voice or video recording, click the appropriate icon.

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You’ve just put your students into heterogeneous groups of four or five to complete an engaging activity in which they collaboratively apply some new concepts they have just learned. After students retrieve their materials and sit at their tables, you notice that some  groups are beginning the task before others. You want to highlight that fact aloud to motivate the slow-starters and encourage those who have already begun. What should you say, and how should you say it? What will you do throughout the activity to keep these students engaged and moving forward?